Abstract
Purpose. This study sought to identify the personal dominant factors that influenced the decision of middle school principals to support change as well as to determine the extent to which they identified ten other possible influence factors. In addition, the study analyzed the degree to which the ten factors influenced the decision of principals to support school reform based on the size of school teaching staff, percentage of minority students, student socioeconomic status, and principals' years of experience. This study also examined the extent to which middle school principals used elements of school reform to support change. Methodology. This study used descriptive and ex post facto research design. The sample population was comprised of fifty middle school principals in Los Angeles County. This sample was selected from a total of sixty-six principals in thirty-two school districts. Superintendents or another designee identified fifty-five out of sixty-six principals for this study. Of fifty-five, fifty principals agreed to participate. Statistical procedures used to analyze the data included descriptive statistics, the t-test for independent samples, and the Mann-Whitney U-test. Findings. In addition to five personal dominant factors found to influence the decision of middle school principals to implement reform, principals rated ten other influence factors. Of the ten factors three were rated the highest: "desire to improve instructional practices that would meet the needs of students," "personal commitment to improving education for students," and "influence and encouragement from the superintendent." The findings of this study suggest that the size of school teaching staff, percentage of minority students, and student socioeconomic status may have an effect in the extent to which certain factors influence the decision of principals to initiate reform. Principals identified four elements of school reform as the most frequently used to support change. Elements most often used by principals included the use of resources, a school purpose or vision, giving and receiving feedback, and shared decision-making processes. Conclusions/recommendations. This study suggests that principals perceive themselves to be sensitive to the needs of students. They seem to understand the value of building their capacity to lead school improvement. As leaders, principals realize that to succeed in their efforts to reform schools, they must have the support of the superintendent, colleagues, and teachers. Findings of this study indicate that principals recognize how important it is to include a vision, create an environment that nurtures new ideas, involve others in the decisions, and empower others with the resources to implement and sustain change.